Kindergarten Math Planning
April 18, 2019 Last CPC
Math DCA Tuesday, April 30th
- check blue prints
- accommodations
- wall coverage
- test in small groups
Cute Egg Graph Activity
iReady Diagnostic
- Look at data
IReady Learning Games: How to Navigate and Tips and Resources.
EDC, Logic Talk Posters, and Number Talks- Guide is attached to the end of the SMore
- APRIL EDC: Quality Questions: Are there more birthdays this month or during your birthday month? How would you describe a penny? Nickel? Dime? Quarter? Where might we look in our classroom to find today's amount of ___? How many more pennies do we need to get ten cents? How do we count, write and say, today's number? How many different ways can we show today's number with two colors of cubes? How many different number sentences can we write?
- MAY EDC: Quality Questions: Think about the number ____. What are some things you can tell us about this important number? What day of the week does May start on? How many pennies do we need in order to trade? How can you show this coin with your fingers? How can we use one or two of our Dominoes to make 5? What are the parts? What is the whole? What do you notice about the orange butterflies? Yellow? How many more ____ butterflies to you need so that each have the same number?
Search for lesson ideas from Flocabulary and Nearpod.
Unit 10: Numbers 50-100 Test is combined with Unit: 11 number Facts on April 11th How did the test go? Dig into DMAC
- Count forward and backward to "at least" 20 from any number. Goal is to 100.
- Read, write and represent to "at least" 20 without pictures or objects.
- Need engaging forms of repetition (shaving cream, clay, matching games etc)
- Common for students to write numbers backwards
- Some may not consider zero a number
- May think the number is more when the counters are spread out, moved, rearranged, or hidden.
- "How many are there? How many do you have?" "I have _____(objects) in all."
- Number Talks- Subitizing :)
- Generate a set using concrete and pictorial models up to 20 (more than, less than, and equal to.
- Generate a number that is one more or one less to 20 without objects.
- "How many would there be if we added one more object? "What if we had 5 cubes and add one more? How many cubes would there be then?
- Compare sets of objects to "at least 20" in each set using comparative language.
- "12 color tiles is more than 9 color tiles and 9 color tiles is less than 12 color tiles. " Students should say both statements to compare.
- Recite number up to "at least 100" by ones and tens beginning with any number, from another other than 1.
- We will complete the lessons for counting by 2's and 5's, but will not make them accountable for it.
Unit 11: Number Facts How did the test go? Dig into DMAC.
- combining sets, composing and decomposing with objects and pictures, as well as counting all play a role in familiarizing students with number facts.
- as students solve word problems, we need to assess for our report card indicators.
- lots of problems using CGI- focus on the action of joining and separating.
- students should represent addition and subtraction with objects, fingers, drawings
- Joining: Sarah had 7 pencils. Juan gave her 3 more pencils. How many pencils does Sarah have now? Sarah had 7 pencils. Juan gave her some more pencils. Now Sarah has 10 pencils. How many pencils did Sarah have to begin with?
- Separating: Sarah had 10 pencils. She gave 3 pencils to Juan. How many pencils does Sarah have now? Sarah had a total of 10 pencils. She gave some to Juan. Now she only has 3 pencils. How many pencils did she give to Juan? Sarah had some pencils. She gave 3 to Juan. Now Sarah has 7 pencils left. How many pencils did Sarah have before?
- Kindergarteners use counting to solve four problem-types by acting out the situation and/or with objects, fingers, and drawings. Add to Result Unknown, Take from Result Unknown, Put Together/Take Apart Total Unknown, and Put Together/ Take Apart Addend Unknown. Refer to page 4 of the curriculum documents for examples.
- The use of using objects and drawing pictures is crucial.
- Students can be expected to explain and record observations. (Chatter Pix)
- Should explain their thinking using spoken words(our TEK we are assessing), pictorial models, and number sentences.
Unit 12: Addition Stories and Unit 13: Subtraction Stories. Test is May 9th.
- Kindergartners will continue to solve the 4 different problem types by acting out the situation with objects/fingers/and drawings.
- Add to Result Unknown, Take From Result Unknown, Put Together/Take Apart Total Unknown, and Put Together/Take Apart Addend Unknown.
- Provide every day life, real-world problems.
- After the teacher reads the problem, the students chooses their own method to model a problem and find a solution.
- Students discuss their solution strategies while the teacher represents the situation with an equation written under the problem.
Unit 14: Classifying and Sorting Test is May 22nd.
- Should we skip the unit or just the assessment this year?
- Should we continue with addition an subtraction stories for the rest of theyear?
I added the new CGI problems to the bottom of the Smore.
CGI Problem Types
SLO Goals are due to be uploaded on Tuesday, April 23rd.
SLO Goal
- How did the SLO tracking go?
- SLO Focus:
https://docs.google.com/document/d/1GFraVXAnxiqAD3lufKaX6ad-opm5Gq_9asPvbchF-l0/edit
Capacity Lessons-
Length and Weight
Free Games posted on Schoology Kinder page
Cool videos from Learn 360!
Great website to use for the SmartBoards for work mats and manipulatives!
Reagan Tunstall "Goodies" :)
PDF file is too large so I have saved it in the math common folder.